University of Suffolk Tuition Fee Policy 2020/21

Total Page:16

File Type:pdf, Size:1020Kb

University of Suffolk Tuition Fee Policy 2020/21 UNIVERSITY OF SUFFOLK TUITION FEE POLICY 2020/21 University of Suffolk Tuition Fee Policy This document sets out the University of Suffolk (“the University”) policy concerning the charging and collection of fees. This policy comes into force for all courses of study from the academic year starting 1 August 2020, at which point it supersedes all previous versions. It is due for review in October 2021 by the Director of Finance & Planning. The Finance and Planning Department will only discuss accounts including fee and payment options over the phone after security questions are answered correctly. Please have your student number ready when you contact the department. Students must give written consent to the department if they would like a third party to discuss their account on their behalf. This policy is applicable to all new and continuing students studying at Ipswich, one of the University of Suffolk Partner Colleges or at any other partner institution, with the exception of the following: • Students studying the Foundation Degree in Youth Justice in conjunction with UNITAS should contact UNITAS directly with any queries in the first instance. Alternatively, students can contact the University of Suffolk Partnerships department ([email protected]). • Students studying through the Higher Apprenticeship Scheme should refer to section 4 only. Page 1 of 16 CONTENTS Section A – Tuition Fee Information 1. General Tuition Fee Information Section B – International Students 2. University of Suffolk International Students Information 3. LSC International Students Studying at the University of Suffolk Ipswich Campus / International Students Studying at East Coast College on the HNC/HND Nautical Science Course Section C – Funding Sources for Tuition Fees 4. Courses funded by contracts with the University of Suffolk 5. Higher Apprenticeships 6. University of Suffolk and Partner College Employees Section D – Payment of Tuition Fees 7. Paying tuition fees 8. Paying in instalments (Home and EU students only) 9. Employer/Sponsor paying fees 10. Student Loan Company paying fees Page 2 of 16 Section E – Refund of Tuition Fees 11. Refund Section F – Tuition Fee Liability Points 12. General Information Section G – Credit Control 13. General Information 14. Sanctions Section H – Bursaries & Scholarships 15. General Information Appendix 1 Page 3 of 16 A. TUITION FEE INFORMATION 1. General Information 1.1 Within this policy, and in all other official University of Suffolk documentation, the term ‘fees’ is deemed to include all standard and supplementary tuition fees and any other fees. 1.2 For some courses, additional fees may be chargeable for optional trips, residential courses and/or consumables. Any additional compulsory course costs have been detailed in the Definitive Course Records, which can be found on MySuffolk (login required). 1.3 If modules need to be re-taken in order to continue a course, fees will be charged at the standard University of Suffolk fee as listed on the University website. 1.4 Upon enrolment, students seeking RPL (Recognition of Prior Learning) will initially be charged full-time fees, or 100% of the module fees if part-time. 100% of the module fee applicable to the accreditation will subsequently be refunded upon confirmation of credits awarded. Full time undergraduate students awarded RPL that still have 90 credits or more to complete in an academic year will be invoiced the full-time fee. 1.5 For RPL awarded through experience, 50% of the module fee applicable to the accreditation will be charged, up to a maximum of £620 per application. 1.6 Fees for all courses are payable annually at the start of each academic year, defined as a twelve-month period. 1.7 The University will publish its tuition fees for courses, programmes and modules on its website prior to the start of an academic year. 1.8 Students will be required to pay the fees applicable to their programme of study. Fee levels are determined based on fee status and mode of attendance for each period of registration. 1.9 Any exceptional variations in tuition fees charged is at the sole discretion of the Director of Finance and Planning. 1.10 Undergraduate students that commenced their course prior to 1 September 2012 and are continuing without a change in mode of attendance or break in their studies are considered old regime students. Page 4 of 16 1.11 Undergraduate students studying over 90 credits in an academic year will be invoiced full-time fees. Undergraduate part-time students will be eligible to apply for a student loan from their relevant funding body1 if studying at least 25% of the full time equivalent (up to the maximum amount approved by the Student Loan Company. See https://www.gov.uk/get-undergraduate-student-loan). 1.12 Undergraduate students studying one year of study over two academic years will be invoiced 50% of the total full-time tuition fees in each academic year. 1.13 Students studying accelerated degrees are subject to the liability points as detailed in Appendix 1 and fees may be calculated in conjunction with engagement on the course as defined in section 12.4. Tuition fees charged are not influenced by the credits or level awarded to a student in an academic year. 1.14 Fees for postgraduate courses will be subject to at least an annual inflationary increase at 1 September of each year; increased fees will apply irrespective of the year in which study was commenced. 1.15 Regulations to determine whether a student is a Home, EU or an international student are available on the UK Council for International Student Affairs (UKCISA) website at www.ukcisa.org.uk. These regulations are used to determine a student’s fee status. 1.16 The onus is upon individual students to provide sufficient information and documentation to satisfy the institution that they meet the criteria to be classified as home status for the purpose of fee calculation. The University’s decision is final on whether a student is a home, EU or an international student, but will be based upon the facts that the student provides. Only certain categories of students will be charged the ‘home- EU’ fee. 1 Relevant funding bodies are Student Finance England, Student Finance Wales, Student Finance Northern Ireland and the Student Awards Agency for Scotland Page 5 of 16 B. INTERNATIONAL STUDENTS 2. University of Suffolk International Students 2.1 Individuals requiring a Tier 4 visa to study in the UK will need to prove when applying that they have sufficient funds to cover tuition fee costs for the 1 first year of their course, as well as 9 months’ living expenses. 2.2 Tier 4 international applicants are required to pay a £3,000 deposit in order to secure a place on their chosen programme of study and to receive a Confirmation of Acceptance of Studies (CAS) for their visa application. A CAS will not be issued until the deposit has been received. Payment terms may vary if you are studying with a partner institution. Please see session 3 for further information. 2.3 International applicant deposits will be subtracted from the total amount of tuition fees owed. The remaining balance will be invoiced upon enrolment at the University and must be paid within 30 days of receipt of invoice. 2.4 Deposits will be reimbursed in full, less a £100 administration fee, if evidence of a visa rejection is received and verified from the relevant UK visa office. Refunds will not be given if the reason for the visa rejection is due to the failure to follow UK Visas and Immigration (UKVI) guidance or submission of fraudulent documents. 2.5 Refunds will be considered on a case-by-case basis and the University reserves the right to withhold any refund until the student can satisfy the institution that he or she has not breached any terms of their visa sponsorship, if applicable. 2.6 In all cases, if a Tier 4 student withdraws from their studies, the University is required to inform the UK Visas and Immigration office (UKVI) who will expect a student to leave the country within 60 days. At the end of the 60-day period, UKVI may curtail a student’s visa without notice. 3. LSC International Students Studying at the University of Suffolk Ipswich Campus / International Students Studying at East Coast College on the HNC/HND Nautical Science Course 3.1 Section 2 above applies except for 2.2 and 2.3. Please refer to 3.2 and 3.3 below. Page 6 of 16 3.2 Applicants are required to pay a minimum 60% deposit in order to secure a place on their chosen programme of study and to receive a Confirmation of Acceptance of Studies (CAS) for their visa application. A CAS will not be issued until the deposit has been received. Please use your full name as the payment reference 3.3 International applicant deposits will be subtracted from the total amount of tuition fees owed. The remaining balance will be invoiced upon enrolment at the University and a minimum of 20% must be paid within 30 days of date of invoice. The remaining balance must be cleared within 3 months of invoice date C. FUNDING SOURCES FOR TUITION FEES 4. Contract Funded Courses 4.1 Students on the following courses where tuition fees are funded by an employer contract with the University will not generally be required to pay tuition fees: • Foundation Degree in Network Engineering or Software Engineering. • Pre and Post Registration health courses including Continuing Professional Development courses where tuition fees are covered by a contract with Health Education England (HEE). • Return to Practice Nursing covered by a contract with HEE.
Recommended publications
  • Rules for Candidates Wishing to Apply for a Two Year
    GENERAL 2022 1. Up to fifty Marshall Scholarships will be awarded in 2022. They are tenable at any British university and for study in any discipline at graduate level, leading to the RULES FOR CANDIDATES WISHING TO award of a British university degree. Conditions APPLY FOR A TWO YEAR MARSHALL governing One Year Scholarships are set out in a SCHOLARSHIP ONLY. separate set of Rules. Marshall Scholarships finance young Americans of high 2. Candidates are invited to indicate two preferred ability to study for a degree in the United Kingdom in a universities, although the Marshall Commission reserves system of higher education recognised for its excellence. the right to decide on final placement. Expressions of interest in studying at universities other than Oxford, Founded by a 1953 Act of Parliament, Marshall Cambridge and London are particularly welcomed. Scholarships are mainly funded by the Foreign, Candidates are especially encouraged to consider the Commonwealth and Development Office and Marshall Partnership Universities. A course search commemorate the humane ideals of the Marshall Plan facility is available here: conceived by General George C Marshall. They express https://www.marshallscholarship.org/study-in-the- the continuing gratitude of the British people to their uk/course-search American counterparts. NB: The selection of Scholars is based on our The objectives of the Marshall Scholarships are: published criteria: https://www.marshallscholarship.org/apply/criteria- • To enable intellectually distinguished young and-who-is-eligible This includes, under the Americans, their country’s future leaders, to study in academic criteria, a range of factors, including a the UK. candidate’s choice of course, choice of university, and academic and personal aptitude.
    [Show full text]
  • Department of Health Sciences University of Suffolk
    Department of Health Sciences University of Suffolk Bachelor of Science (Hons) PARAMEDIC SCIENCE PRACTICE EDUCATOR HANDBOOK 1 Contents Page Number Overview of PAD & PEd Handbook 3 Roles & Responsibilities 4-6 Placement Interviews 7 Assessing Elements of Practice 8 Formative & Summative Assessment 9 Action / Personal Development Plans 10 End of Placement Review 11 Passing or Failing 12 Glossary of Terms 13 List of Elements of Practice Criteria 14-15 Grading of Elements 16-18 Example of Completed Element 19 Example of Action / Personal Development Plan 20 Example of Placement Meeting Plan 21 Module Summary Year 1 22-24 Module Summary Year 2 25-27 Module Summary Year 3 28-30 Cause for Concern 31-33 Simulated skills confirmation sheet 34 2 Overview of PAD This integrated document combines the student paramedics practice assessment document (PAD). It uses the University of Hertfordshire PAD as a template and is reproduced with their kind permission and includes contributions from the five higher education institutions which make up the East of England Paramedic Partners Group. This ensures that despite wherever a student will be within practice placement within the East of England Ambulance Service Trust (EEAST) the documents will all have a similar approach and process for student clinical assessments. This document supports the student’s journey over the next three years and reflects on their learning as they apply theory to practice. The student will take ownership for this document and with the support of their Paramedic Educator (PEd) use it to document formative and summative assessment and complete practical skills required to practice as a paramedic.
    [Show full text]
  • Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose Responsib
    Lead Chaplain (Anglican) University of Suffolk and Suffolk New College Multifaith Chaplaincy Job Description Purpose To be a sign of God’s Kingdom through the leading of a multi faith chaplaincy team by proactively engaging with both staff and students in both institutions that enables both communities to flourish by serving, dialoguing and engaging in transformative action with those of faith and no faith. Responsibilities Strategic Leadership • Lead the development and implementation of a chaplaincy strategic plan for the next five years based on the Chaplaincy Review with clear objectives & milestones to provide a high-quality service. • Act as a critical friend to the holistic life of both the University and College providing an independent contribution to their strategic development and gain the respect of senior staff. • Recruit, replenish and rejuvenate a Multi Faith Chaplaincy Team building them up into a coherent team, developing their different gifts, modelling deep respect and care for each other so that all staff and students are served, and some may be drawn to explore faith. • Be accountable for oversight of budget setting, management and reporting to the Management Group in line with the strategic objectives. Pastoral Support • Offer strategic insight into the development of the Health and Resilience of both organisations and lead areas of major interest within each institution currently identified as the provision of Mental Health & Wellbeing for staff and students. • Ensure a visible presence in both institutions to make the services of the chaplaincy accessible to all through presence at key events (freshers/induction, graduations, carol services, Remembrance etc…), provision of a safe space in both institutions and unhurried availability in busy institutions.
    [Show full text]
  • Quality Assurance and Enhancement
    Quality Assurance And Enhancement whists.Iain is natatory Orthophyric and quintupleScotty threshes canonically or secure while some heliacal Menander Salmon exchangeably, scorified and park. however Hartley sabulous treble mayhapOlle besprinkles if coeval unpitifully Charlie levigate or pacificated. or Quality Enhancement & Standards Specialist job with. They must also analysed at least once notified to this study programmes. 1B Quality Assurance and Enhancement Intranet SP. Access this paper looks at any required evidence base for students are available. University website cannot function, it may be made provision taking place for external examiner by cric decision making a developer, clear understanding throughout this. Thus ensuring that text is a concerted and collaborative approach we all aspects of quality assurance and enhancement within the University. MusiQuE Music Quality Enhancement is a recognised European. Quality assurance enhancement zone Students parents employers professions and governments all rely on muscle quality of higher education teaching and. What is definition of quality assurance? Quality Assurance and Enhancement Strategy Inverness. Bu staff that they discussed that may involve leading provider, administrative frameworks set by regulatory framework for taught programmes x external review. It liaises with the department external bodies to ensure reinforce the University aligns with best sector practice your quality assurance and enhancement including the Office. Quality assessment assurance and enhancement HEFCW. Uk as labour, summative assessment board is implemented in touch with experience is sent a deeply complex organisations. Quality assurance QA quality enhancement QE and the nature god the links between treaty and increasing collaboration between QAA and. The convey of Quality Assurance on Enhancing INQAAHE.
    [Show full text]
  • University of Suffolk Access and Participation Plan: 2020/21 to 2024/25
    University of Suffolk Access and Participation Plan: 2020/21 to 2024/25 1. ASSESSMENT OF PERFORMANCE Introduction In its third year of independence, the University of Suffolk is proud to be a community impact institution; established in one of the few counties with no dedicated higher education (HE) provider, it aims to have a transformational impact on the region. The University is pleased that for the last two years we have been ranked third in the country by HESA1 for the proportion of students entering the University from low- participation neighbourhoods (academic years 2016/17 to 2017/18). Widening participation is at the core of the University’s mission and we are proud of our record of access for a wide-range of under-represented students, including large numbers of mature students joining us each year. Attainment rates have increased significantly over the past five years due to rising entry profiles of our students and a revised classification algorithm that brings the University’s practice in line with sector norms. In previous Access and Participation Plans (APP) and Access Agreements, the University has focussed on increasing progression to highly skilled employment or further study for the whole population, as while our progression rates have remained static, the sector has seen an increase. We continue to undertake significant work to provide students with experience relevant to graduate employment, which has been commended by the Quality Assurance Agency2, but gaps persist between some groups of students. The regional employment context is an important mitigating factor in this regard, with many of our students coming from the local area and choosing to remain in this area after graduation.
    [Show full text]
  • University of Suffolk News
    UNIVERSITY OF SUFFOLK NEWS WELCOME Welcome to the first newsletter of 2019. We remain in a This year marks the 25th challenging and changing environment, with the results anniversary of our provision of the Augur Review expected this month, Brexit in Early Childhood looming, recruitment competition ongoing, essay mills, studies—something that unconditional offers and grade inflation all remaining we should all be proud of high on government agendas. and use to demonstrate how we integrate with our It would be easy to be despondent but as a senior team community through using we remain optimistic. We have concluded the Schools our expertise. and Directorates strategic planning round, and are now looking at the shape of our estate and IT along with our In December we ‘installed’ people strategy to enable us to be in the best position our first Chancellor— possible to weather the turbulent times ahead. a fantastic way to round off 2018 as we continue to mature as a young institution. Our students and their education remain our key Dr Helen Pankhurst gave her time freely for staff focus, and the task and finish groups will be reporting through a lecture and with students through a visit back by Easter with changes made ready for the next to the SU. She plans to engage with us through the academic year. Many of you are engaged in these and year, mainly at graduation ceremonies, at University they are already reporting good discussions and ideas Court and with a further lecture; alongside this she will in the key areas under consideration.
    [Show full text]
  • Economic Impact of the University of Suffolk 2017/18
    Economic Impact of the University of Suffolk 2017/18 A report to June 2019 BiGGAR Economics Pentlands Science Park Bush Loan, Penicuik Midlothian, EH26 0PZ, Scotland +44 (0)131 514 0850 [email protected] www.biggareconomics.co.uk CONTENTS Page 1 EXECUTIVE SUMMARY ........................................................................................1 2 INTRODUCTION AND APPROACH .....................................................................6 3 EDUCATION IN SUFFOLK .................................................................................15 4 CORE IMPACTS .................................................................................................19 5 RAISING ATTAINMENT .....................................................................................24 6 STUDENT IMPACTS ...........................................................................................35 7 IMPACTS AFTER UNIVERSITY ...........................................................................41 8 SUPPORT FOR THE PUBLIC SECTOR ................................................................48 9 SUPPORT FOR INDUSTRY .................................................................................53 10 SUPPORT FOR TOWN/CULTURE ....................................................................64 11 SUMMARY OF IMPACTS .................................................................................72 12 APPENDIX A: ABBREVIATIONS AND TERMS ..................................................77 1 EXECUTIVE SUMMARY This report presents the findings
    [Show full text]
  • Status Report for European SI/PASS/PAL-Programmes
    Status report for European SI/PASS/PAL-programmes Last updated: Friday, 12 October 2018 Publisher: The European Centre for SI-PASS Student Affairs, Lund University Postal address: Box 117, S-22100 Lund, Sweden. Visiting address: Sölvegatan 29 B, Lund, Sweden E-mail: [email protected] Web-page: https://www.si-pass.lu.se/en/, ISBN 978-91-984120-2-4 1 CONTENTS FOREWORD .....................................................................................................................................5 SUMMARY .......................................................................................................................................6 STATUS OF SI/PASS/PAL PROGRAMMES IN EUROPE ...................................................8 OVERVIEW ...........................................................................................................................8 ENGLAND ..........................................................................................................................12 BOURNEMOUTH UNIVERSITY ........................................................................................................ 12 BRUNEL UNIVERSITY LONDON ...................................................................................................... 14 CANTERBURY CHRIST CHURCH UNIVERSITY ................................................................................. 16 FALMOUTH UNIVERSITY ................................................................................................................ 18 KINGSTON UNIVERSITY ................................................................................................................
    [Show full text]
  • Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20
    Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20 The following institutions are members of QAA for 2019-20. To find out more about QAA membership, visit www.qaa.ac.uk/membership List correct at time of publication – 18 June 2020 Aberystwyth University Activate Learning AECC University College Al-Maktoum College of Higher Education Amity Global Education Limited Anglia Ruskin University Anglo American Educational Services Ltd Arden University Limited Arts University Bournemouth Ashridge Askham Bryan College Assemblies of God Incorporated Aston University Aylesbury College Bangor University Barnsley College Bath College Bath Spa University Bellerbys Educational Services Ltd (Study Group) Bexhill College Birkbeck, University of London Birmingham City University Birmingham Metropolitan College Bishop Grosseteste University Blackburn College Blackpool and The Fylde College Bolton College Bournemouth University BPP University Limited Bradford College Brockenhurst College Buckinghamshire New University Burnley College Burton & South Derbyshire College 1 Bury College Cambridge Regional College Canterbury Christ Church University Cardiff and Vale College Cardiff Metropolitan University Cardiff University CEG UFP Ltd Central Bedfordshire College Cheshire College South and West Chichester College Group Christ the Redeemer College City College Plymouth City of Bristol College City, University of London Colchester Institute Coleg Cambria Cornwall College Coventry University Cranfield University David Game College De Montfort
    [Show full text]
  • HAVE YOUR SAY: College Merger Plans – Views Invited Easton And
    MEDIA RELEASE Released under embargo 00.01 Friday 30th August, 2019 HAVE YOUR SAY: College Merger Plans – views invited Easton and Otley College today launches a public consultation, encouraging views from across the East Anglian community on its proposed merger with City College Norwich and Suffolk New College. The three institutions have been in talks to work together following a review led by Further Education Commissioner Richard Atkins, which has proposed the colleges complete a merger by the end of December 2019. Today sees the opening of the formal period of consultation, during which students, parents, staff, local employers and the wider community are invited and encouraged to share their thoughts on the plan. With a clear objective to provide a secure future for land-based learning in Norfolk and Suffolk, the proposal aims to result in two resilient and financially sustainable organisations, with widened educational offerings and strong industry partnerships. In recent weeks, the Easton and Otley leadership team has been overwhelmed by support in the face of its new chapter, with MPs, business leaders and sector specialists keen to see the region retain its strong reputation for food and agricultural linked education. The consultation period is set to run until Tuesday 1 October, after which all responses received will be considered carefully, before a final proposal is presented to the governing bodies of all three colleges and a final decision is reached. Meanwhile, detailed work continues on business planning and financial due diligence. Mark Pendlington, Chair of Easton and Otley College Corporation, said: “This consultation is an open invitation to all those in the region who wish to help secure a long-term future for the land based education in the East of England.
    [Show full text]
  • West Suffolk College Access and Participation Plan 2019-20
    West Suffolk College Access and Participation Plan 2019-20 WEST SUFFOLK COLLEGE UKPRN: 10007431 Introduction and the Local Context This plan outlines West Suffolk College’s (WSC) intentions to provide fair access to all of its HEFCE-funded full-time and part-time undergraduate programmes. The College fully appreciates the importance of supporting students throughout the duration of their studies at the College and this Plan provides reassurance to the students of the College’s commitment. WSC, based in Bury St Edmunds, has been delivering degrees to students for many years but always in partnership with a university. For the last 10 years this partnership has been through the Learning Network Partnership of the University of Suffolk (UoS) and the students studying at WSC are enrolled as UoS students. In 2018, the College was granted direct funding status and is now intending to broaden out its HE opportunities to respond to the needs identified by the regional community and employer network. This Access and Participation Plan will refer only to the students enrolled directly as West Suffolk College HE students. With the recently acquired direct funding status WSC intends to be a centre of excellence for higher education, providing opportunity for its own level 3 students, those from sixth forms across the region and developing courses to meet the skills gap identified across East Anglia by the region’s employers. The College will work closely with regional employers, the LEP and other organisations in order to broaden the opportunities for post-16 education. The College has made it a priority to focus on recruitment from under-represented communities, providing opportunity for access, success and progression.
    [Show full text]
  • Hazel Banham (Final).Docx
    University Centre Colchester (UCC) Staff Profile The content below, and the accompanying profile image, will be used for the purpose of documenting your work at UCC, as well as promoting UCC’s academic provision. This includes, but is not limited to, print (such as leaflets and prospectuses) and digital fora (such as on the College’s website), as well as by external organisations authorised by UCC. The College will retain and use the information and image(s) for the purpose(s) outlined above for the period you are an employee of Colchester Institute. Name: Hazel Banham Job title/role: Lecturer in Dance Hazel is the Level 3 programme leader for Dance Subjects taught/administrative responsibilities: Hazel teaches the following modules/skills: Ballet; Jazz Qualifications and Membership of BA (Hons) Theatre Dance, London Studio Centre Professional bodies: PGCE, University Centre Colchester (At degree level: subject and level only; no dates required). Experience in Education: Hazel has extensive experience of dance education, ranging from (where you studied/ have taught/ have primary to university education. She has taught at a variety of worked) institutions, including: Norwich City College; University of Suffolk; Suffolk New College; Danceast; Copleston High School; Ipswich High School; Emma Dodd School of Performing Arts. She has also delivered educational and community outreach projects, involving dance. Biography and personal interests: Having worked internationally as a professional dancer for 9 (50-75 words) years, Hazel returned to the UK to teach. In her spare time, she NB: As part of your profile page, UCC may enjoys doing all those things that are more difficult to do when wish to record a short video interview with travelling: reading, gardening and socialising with friends and you for inclusion on the website.
    [Show full text]